Translanguaging and Codeswitching in Language Education (۲۰۱۴-۲۰۲۴): A Systematic Review of Conceptual Shifts, Pedagogical Applications, and Research Trends

This systematic literature review explores the conceptual evolution and pedagogical implications of codeswitching (CS) and translanguaging (TL) in applied linguistics and bilingual education. Through a critical synthesis of ۵۶ peer-reviewed articles published between ۲۰۱۴ and ۲۰۲۴, analyzed via Braun and Clarke's reflexive thematic analysis, the review traces the historical emergence of CS from structuralist traditions and TL from Welsh bilingual education. Moving beyond confirming the established paradigmatic shift toward dynamic multilingualism, this synthesis specifically examines how translanguaging has been operationalized in diverse educational contexts. The analysis reveals a significant and persistent gap between translanguaging theory and classroom practice. Key findings indicate that: (a) pedagogical applications of TL are uneven, with spontaneous use outpacing strategic instructional design; (b) implementation challenges, such as teacher preparedness and ideological resistance, are well-documented but remain largely unaddressed; and (c) the field lacks integrated frameworks that reconcile TL's unitary repertoire perspective with psycholinguistic evidence for language differentiation. By synthesizing both the transformative potentials and persistent barriers documented across ۵۶ studies, this review highlights critical areas for future inquiry. It calls for the development of theoretically grounded pedagogical models, context-sensitive professional development, and assessment approaches that recognize multilingual competence without reinforcing rigid language boundaries. The review concludes by advocating for research that moves beyond advocacy toward empirically grounded, pedagogically actionable frameworks to realize translanguaging's potential for promoting educational equity.

کلیدواژه ها:

bilingual education ، Codeswitching ، Linguistic Repertoire ، multilingualism ، Pedagogical Strategies ، Translanguaging